Students read time-based descriptions of human migration and then complete Activity 1 by shading a world map using a legend of time ranges (e.g., "50,000 - 125,000 years ago") to show when humans settled different regions. The Parent Answer Key map and student map require translating narrative/temporal information from the National Geographic reading into colored visual form. The "Your Own Environment" worksheet provides a table that students fill in, turning what they see in a natural area (visual observations) into organized chart entries and written strategies.

Students create and fill visual organizers such as a Venn diagram to compare pastoral and agricultural lifestyles and a tabular "Domesticated Animals" worksheet to record uses, benefits, and challenges. Students locate and shade regions on a world map in "Mapping Early Farming Civilizations" based on textual place names and dates. In "The Fertile Crescent" activity students look up average annual rainfall (numeric data), record those values on the activity page, place cities on a map, and then write explanations of trends and farming challenges based on those quantitative findings.

Students are asked to convert written information from readings into visual forms: they fill the Cultural Hearths chart with geographic features and advantages, complete the Urbanization Flowchart (Option 1) or create their own visual map (Option 2) showing development from farms to civilizations, and annotate the Elements of Civilization chart comparing villages and civilizations. Students also use a pyramid organizer for Social Organization where they write descriptions for each social stratum, placing textual descriptions into a hierarchical graphic. These activities explicitly require translating textual content into tables, charts, flowcharts, and diagrammatic organizers.

Students are instructed to shade and label a map of ancient Mesopotamia (Tigris, Euphrates, Persian Gulf), turning textual/geographic information into a visual map. They are asked to complete a table of economic development questions (jobs, percentage living outside cities, literacy-required jobs), converting reading-based quantitative and technical details into a tabular form. Students must draw a diagram showing relationships among three social classes, transforming textual descriptions of social structure into a visual diagram. Students also answer a written question about what made the region a crossroads, using visual map information to produce a written explanation.

Students are instructed to use a red dotted line from the National Geographic map to sketch the Egyptian Empire and to shade cultivated areas around the Nile, which requires converting textual/geographic descriptions into a drawn map. The Economic Development page provides two labeled boxes with an arrow for students to list goods Egypt exported and imported, which asks students to organize textual information into a comparative visual format. The Political Development page asks students to draw a diagram of the governmental structure and explain roles for each level, requiring students to turn written descriptions of authority and roles into a visual hierarchy.

Students are asked to complete a half-page chart titled "Early Trade Systems" by filling in import and export goods for Mesopotamia and Egypt based on the readings, which requires translating written descriptions into a table. The student activity page explicitly instructs students to "fill in some of the import and export goods" in the table and provides chart headings and rows to populate. The answer key lists specific imports and exports (e.g., silver, cedar, cotton, ivory) that students would transfer from text to the chart.

Students are asked to read texts about early religions and then fill in a provided "Comparing World Religions" chart (Option 1), which requires taking information expressed in words and placing it into a table. Students are also asked to complete an "Inventions" chart that asks them to consider political, economic, military, and social applications of listed innovations, translating textual or conceptual ideas into a multi-column visual organizer. The activity pages and answer key explicitly show charts for students to populate from the readings.

The lesson states in Wrapping Up that students will "create a visual flowchart of civilization development" as a final project, which requires students to represent the sequence and relationships they described in writing in a visual form. The planning and outlining steps ask students to organize main ideas and evidence, which can serve as the textual material they would convert into a visual flowchart.

Students are asked to create a flowchart that represents the development of human societies using readings from earlier lessons, with instructions to fill template pages, assemble them on poster board, draw lines/arrows to show relationships, and include an image, an approximate date, and a 2–3 sentence description for each element. Multiple graphic organizers and templates (boxes for Hunter-Gatherers, Pastoralism, Agriculture, Food Production/Government/Technology for Egypt and Mesopotamia, etc.) require students to translate textual information into organized visual boxes. The unit activities also require students to label a map and write short paragraphs and matching responses that connect spatial/visual prompts with written answers.

Students are asked to "Create two columns in your journal. Label one column 'utopia' and the other 'dystopia'" and list characteristics, which requires organizing written ideas into a simple visual chart. The Option 1 and Dystopias activity pages prompt students to record titles and list similarities (settings, plot ideas, central struggles), encouraging students to arrange textual information in lists or tabular-like formats. The vocabulary activity directs students to cut out squares and paste matching words, definitions, symbols, and passages in a row on a grid, which has students translate word meanings and textual context into a visual layout.

Students are directed in Activity 1 to "Fill in the chart on the 'Five Senses' page with sentences from the book," including placing quotations and labelling them as positive/negative and paradise/dystopia. The Student Activity Page explicitly provides a four-column chart (Sense; Quotation; Positive or Negative Description; Explanation), requiring students to extract textual examples and record them in a visual table format.

Students are asked to complete a Student Activity Page titled "Developing Civilization" that provides a two-column chart labeled "Similar to Early Peoples" and "Different from Early Peoples," and students are instructed to record their thoughts in the chart to compare the boys' lives and mindsets with early human civilizations. The Parent Plan reiterates that students are asked to fill out a chart to compare and contrast the lives and mentalities of ancient peoples with the boys on the island.

Students are asked to complete a "Movie vs. Book" chart that has categories for similarities and differences regarding characters, setting, theme, and plot, requiring them to record observations in a visual table. Students watch the film and then write a description of a visual from the movie that differed from their mental image, translating visual information into prose. Students also attend to subtext (body language, facial expressions, actions) and note how those visual cues convey characters' thoughts and emotions in writing.

The lesson asks students to record examples of how religion and government overlapped on a provided "Religion and Government" activity page and art notes explicitly request a chart (headings: Civilization | Role of Religion in Politics or Government) with space for two examples per civilization, which requires students to organize textual findings into a table. The Hatshepsut poster option directs students to create a visual protest poster (images and/or words) translating arguments about gender and religion into a visual form.

Students are directed to find two or three folktales and fill out an Animism activity chart that asks for story title, culture of origin, sacred animal/object/space, and the moral—converting narrative text into a comparative table. Students choosing the ancestor-veneration option research Chinese New Year and Día de los Muertos and complete an Ancestor Veneration chart that summarizes each holiday and the role of ancestors in a tabular form. Students are also asked to color a two-page world map key to show where each religion arose, translating geographic/origins information into a visual map.

Students are asked in Option 3 to research a Hindu festival and produce a 4-page storyboard that pairs written text with accompanying sketches, converting textual descriptions of when, where, meaning, and practices into visual form. In Option 1, students view a slideshow of Ramayana artwork and answer analytical questions that require them to describe the medium and culture of an image and relate the visual to the written story, translating images into words. The homework asks students to fill in a Dimensions of World Religions booklet and to "fill in the map," which requires students to convert researched or read information into a visual map or diagram in their booklet.

Students are instructed in Activity 1 to read pages 50-51 and fill out a chart comparing Theraveda, Mahayana, and Vajrayana, which requires translating written descriptions into a table. Activity 2 directs students to fill in the Buddhism section of a "Dimensions of World Religions" booklet and to complete a map, which requires placing textual location information into a visual map. Homework Option 2 asks students to create an illustrated timeline (or a narrative timeline) of the life of the Buddha, which asks students to turn biographical prose into a visual chronological display.

Students are asked to fill in the Daoism and Confucianism section of a "Dimensions of World Religions" booklet and may fill in a map or other parts of the booklet (Activity 2), which requires placing textual information into a visual organizer. Students are given a homework Option 1 to create a motivational poster or meme that uses a Confucian quotation and an image, directly asking them to convert words into a visual form. A teacher comment also suggests that an artist could create a chart for their answers, implying an optional visual representation of textual material.

Students are instructed in Activity 2 to complete a map showing important locations in early Jewish history and places where Jewish people settled, using an atlas or online sources. The map task directs students to label specific sites (e.g., Ur, Israel, Egypt, Jerusalem) and to draw and label arrows showing the disbursement of Ashkenazi and Sephardi Jews, which requires converting textual/historical descriptions of migration into a visual map. The Dimensions of World Religions booklet also asks students to fill in a map or dimensions based on reading and research, reinforcing translation from text to visual form.

Students are asked in Activity 1 to create a timeline of Muhammad's life (570–632 CE) using PowerPoint, Prezi, or paper, placing dated events visually and writing one clear paragraph for each date explaining the event and its significance. Activity 2 asks students to fill in the Islam section of a "Dimensions of World Religions" booklet, including completing a map, which requires translating textual/geographic information into a visual map. The homework includes a "Two Versions" Venn diagram activity where students summarize shared elements and differences between Bible and Qur'an versions in the center and outer sections, converting textual comparisons into a visual diagram and accompanying explanations.

Students are asked to create a 6–8 panel storyboard that requires them to translate specific written scenes from "The Tell-Tale Heart" into images and to place the corresponding quotations under each panel. Students complete the "Crazy Like a Fox?" two-column activity in which they place textual evidence into a left/right chart labeled "Rational and Trustworthy" and "Irrational or Insane," effectively converting prose evidence into a tabular organizer. Students also fill the "Characteristics of Gothic Fiction" activity page by locating and recording specific textual examples under labeled visual categories (e.g., Gloomy Settings, Terror/Horror).

Students are instructed to create a map (Activity 1) by shading the area of the Persian Empire and drawing modern national boundaries and labeling each country, which requires converting written/place descriptions into a visual map. Students are directed to build a timeline by marking empire beginning and ending dates, drawing colored spans for each empire, and adding 2–3 significant dates, which translates textual chronological information into a proportional visual timeline. Students complete a 3-column Politics/Religion/Culture chart (Activity 2) by recording information from readings or research, which moves textual descriptions into a structured visual/table format.

Students read textbook passages and then complete Activity 2 by filling in a chart (using three colors) that records politics, religion, and culture for Greece, Athens, and Sparta, directly translating textual information into a visual/table format. In Activity 1 students shade map key areas for original and expanded Greek territory, draw modern boundary lines using a modern map as reference, and label each modern country, translating text/map information into a geographic visual and converting visual boundaries into written country names. Students also add the Greek empire to a timeline, placing chronological information into a visual sequence.

Students are asked to translate written information about the Qin and Han into visual forms by shading and labeling a map (Activity 1), including shading the Qin and Han territories, drawing modern country boundaries, and labeling those countries. Students are asked to add the Qin and Han empires to a timeline, converting chronological textual information into a visual timeline. Students are instructed to complete a comparative chart about politics, religion, and culture (Activity 2) using different colored pens to indicate Qin-only, Han-only, and shared information, which requires organizing text-based content into a table-like visual format.

Students are instructed in Activity 1 to use maps (pp. 83 and 85) as source material to shade the territory of the Roman Republic and the Roman Empire, draw modern boundary lines, and label modern countries, converting text/map information into a new visual map. Students are told to add the Roman Empire to their unit timeline, translating chronological text into a visual timeline. In Activity 2 students complete a chart about politics, religion, and culture, using different colors to mark items applicable to the Republic, the Empire, or both, which requires moving information expressed in prose into a structured visual chart.

Students are instructed to draw an arrow from a pronoun to its antecedent when completing the Pronoun Agreement exercises, which asks them to map pronouns to the nouns they refer to. In Activity 2 students must create a poster or slideshow that uses colors and arrows to highlight pronouns and antecedents and to show corrected versions of sentences. The poster/slideshow directions explicitly require visual emphasis (colors, arrows, highlighting) to explain pronoun-reference or point-of-view errors.

Students are asked to create a comma guide using a provided graphic organizer or by making a poster, booklet, or slideshow, explicitly instructing them to use colors or graphic aids to represent rules. The activity pages include visual organizers labeled "Comma Guide" with sections for rules, explanations, and examples, and an illustrated diagram is provided for the "Between Coordinate Adjectives" rule. Directions tell students to use explanations and examples from the text and websites and to record each rule, explanation, and example in a visual reference.

Students are asked in Option 1 to "Make a visual aid that graphically explains the tips or tricks" for specific grammar topics, which requires converting written explanations into a poster or digital graphic. The instructions specify sources (book, lessons, other resources) and recommend creation tools (Creately, Google Drawings, Canva, PowerPoint) so students must extract and represent textual rules visually. The wrap-up discussion asks students who completed Option 1 to explain how their visual aid will be helpful, reinforcing the practice of translating words into a visual form.

Students are asked to mark accented (/) and unaccented (u) syllables, mark off each foot, and count the number of feet to determine a line's meter in the Scansion Practice activity. Students use a chart of metrical feet (type, pattern, example, syllables) and identify matching words or phrases on the Rhythm and Meter activity pages. Students translate rhyme relationships into a rhyme scheme by assigning letters to end rhymes and use colored-pencil underlining to visually encode alliteration, assonance, and consonance in poems.

Students are directed to complete a Voice activity page that is a chart (Poem | Speaker | What do you know about the speaker) and to record the speaker and at least three characteristics for three poems. Students complete a Tone activity page that uses a table (Poem | Tone | Words or Phrases Conveying Tone) to convert verbal impressions from poems into a visual chart. In the Frost activity, students use a browser search to count occurrences of specific words (see, look, light, lantern), record those numeric counts, and then explain in words why the repetition matters.

Students are directed to use a 'Poetry Map' graphic organizer to record word choice, imagery, symbols/allusions, tone, sound devices, figurative language, speaker, summary, and theme for "Blackberry-Picking," which requires translating poem details into a visual chart. The lesson shows a marked-up example of "Ozymandias" and asks students to annotate the poem on the page, using marks and margin notes to represent textual features visually. The 'Poetry Puzzle' gives an alphabetized word list and asks students to mark nouns, verbs, and sensory words with different colors, converting a textual word list into a color-coded visual representation.

Students are instructed to mark the rhyme scheme at the end of each line and to follow iambic pentameter when completing the Sonnet Types activity, translating poetic patterns into a visual notation (A/B/C letters) and metrical markings. In the Ekphrasis Analysis activity, students view artworks and then fill a chart describing the subject, emotions, and how the poem interprets the art, translating visual artwork into written descriptions. The "The Place" student page asks students to observe a place and complete a table (sense/object/words to describe), organizing sensory/visual information into a structured chart.

Students are asked in Activity 3 to research a poet's country and are given a MyLifeElsewhere web link that provides comparative statistics (wealth, life expectancy, country size, etc.). The activity instructs students to prepare a one-page biographical presentation and notes that they "may want to include one or more of the statistics in your presentation." The Poet Biography Boxes and presentation requirements ask students to record factual information (dates, known for, influences) that could accompany quantitative country data.

Students are directed to use the book's timeline (pp. 219-235) to answer Questions 2 and 7, which requires reading date-based events from a visual timeline and writing those events in words. The activity tells students to consult the Wikipedia infobox/chart to answer Questions 3 and 4, asking for capital, religion, and official languages—information presented visually/quantitatively in the chart. The Student Activity Page and map prompt students to locate geographic features and report them in written answers, requiring translation of map information into text.

Students are asked in Option 2 to create one or more slides using visual aids (images, maps, diagrams) and text to communicate where Taliban members are located and other factual information, which requires translating written information into visual form. The homework 'Education Challenges' activity asks students to record reasons from an article into numbered boxes on a worksheet and to assign classification symbols (e.g., $, X, /, pin) beside each item, which converts textual descriptions into a symbolic/visual classification. The lesson presents UNESCO quantitative facts about out-of-school youth and adult illiteracy that students read as part of the homework background.

Students are asked to examine photographs of schools and then write three assumptions about the school and 3–4 sentences from a student's point of view, which requires translating visual information into written language. In Option 2, students choose transportation types, paste or draw pictures, and write advantages and disadvantages, which requires organizing visual examples into written pros and cons. The activity pages provide labeled spaces (e.g., "Advantages," "Disadvantages," "Transportation type") that prompt students to convert visual or descriptive information into organized written entries.

Students cut out excerpt squares from the "Civil Rights Overview" activity pages and arrange them in a tabular/timeline format, placing textual historical information into a visual chronological chart. Students watch video clips (Freedom Riders, Birmingham Children's March) and then record answers in their journals, translating visual/audio content into written explanations. Students complete graphic organizers (a two-column "Reasons for/Against the March" chart and other activity pages) that require summarizing and organizing written or visual information into a visual format.

Students are directed to analyze excerpts from Thoreau and King using a comparison table labeled Thoreau / Overlapping Ideas / King, and to fill the middle column with areas of agreement. The materials instruct students to mark similar phrases with a highlighter and then explain the overlapping ideas they identified in writing, converting passages into entries in the table. Multiple Student Activity Pages explicitly present passages in two columns with an empty middle column for students to translate textual similarities into a visual table format.

Students are directed to read the Chronology entries for 1978 through January 2002 to learn who was involved and how the war began and progressed, exposing them to dated, chronological information presented in words. Students are also instructed to find Sierra Leone on a map of Africa and to use the book's map to track the author's movements, which requires translating textual descriptions of locations and movements into a visual map representation.

Students fill out the "Different Accounts" activity page by completing the "book" columns (text) and then watching a video and recording the "video" columns, which requires translating visual/video information into written words. Students complete the "Child Soldiers" activity page that asks them to list "Advantages" and "Disadvantages" in a chart, which requires organizing information expressed in words into a visual/table form. Several worksheets (two-column compare/contrast charts and a chart for pros/cons) explicitly direct students to convert between textual and visual representations.

Students are asked to complete a "RUF vs. Government Soldiers" student activity page that is structured like a comparative worksheet with labeled boxes (e.g., "Recruiting children under 15 Yes / No", "Unnecessarily destroying property Yes / No") and instructions to highlight actions in different colors for items both sides did, only RUF did, or only government soldiers did. Option 1 explicitly directs students to read textual examples and record whether the government army was guilty of each listed war crime, providing supporting examples or quotations. The activity thus requires students to convert written descriptions of actions into a visual, tabular/color-coded classification on the worksheet.

The "Your Views on the Issues" Student Activity Page asks students to rate their feelings on a 1–10 scale and enter those numeric ratings in a two-column table, converting qualitative opinions into numeric/visual entries. The page includes a background graphic of a balance/scale and prompts students to record "Feeling Before Reading," setting up a visual, tabular representation of their responses for later comparison.

Students are asked to create a collage that visually represents the significance of the number three, turning textual and conceptual ideas about "three" into images and labeled text. In the Planned Procreation activity, students brainstorm reasons for family planning and record them in a four-part chart (religious, environmental/ethical, personal/financial, governmental/legal), organizing written information into a visual table. In the vocabulary magic-square activity, students match written definitions to numbered vocabulary words and place those numbers into a 3x3 grid that creates a numerical visual pattern (each row/column/diagonal summing to 15).

Students are instructed to "fill out the graphic organizer on the 'Science Fiction' page" using the article and introduction, which requires translating written descriptions of genre features into a visual organizer. The Identification activity includes an item phrased as a picture ("A picture shows a Stone Age woman using a vacuum cleaner") that students must match to the term "anachronism," implying students must interpret a visual scenario and render it as a verbal category. The Quiz Prep and activity pages require students to restate definitions in fill-in-the-blank and short-answer formats, which involves converting textual ideas into concise written responses.

The "Competing Commanders" activity directs students to write three evaluation criteria, award each commander a score from 0 to 10 for each criterion, add the scores to get final totals, and place commanders on a leaderboard; the student activity page provides columns/rows for criteria, numerical scores, final score totals, and a leaderboard. A sample completed sheet (Rose 6-5-5, Bonzo 5-3-4, Petra 8-6-7 with a 1–3 leaderboard) shows students converting written judgments about leadership into numbers and a visual ranking.

Students are asked to design a logo for an army using names, colors, and symbolic information from the text, which requires converting textual descriptions into a visual design. Students are also given a hexagon-style graphic organizer labeled with categories (Setting, Leadership, Theme, Power, Responsibilities, Fears, Consequences) to compare and contrast Lord of the Flies and Ender's Game, which requires placing textual comparisons into a visual chart.

Students redo the "Issues" survey by rating a list of verbal statements on a 1–10 scale and fill those numeric ratings into the provided two-column table labeled "Issue" and "Feeling After Reading." Students compare their new numeric answers with the answers they gave before reading the novel and are asked to discuss any differences, providing examples from the novel to explain changes. Students also record the 12 steps of the Hero's Journey from a video in their journals and transfer selected steps and novel parallels into a six-box graphic organizer, mapping textual/video descriptions into a visual organizer.

The Historical References activity directs students to look up NATO and the Warsaw Pact, color NATO countries blue and Warsaw Pact countries red on a map, and then cut out labeled country boxes and paste them into the correct column on a separate chart. The directions require students to transfer a textual list of countries into a colored map and a two-column chart. The activity then asks students to write in their journal two key similarities and two key differences and explain why the author might have used the historical reference.

Students are asked to "Record rules and guidelines on the 'Writing Numbers' page," which is a worksheet grid with labeled categories (e.g., NUMBERS THAT BEGIN SENTENCES, FRACTIONS, COMMAS WITH LARGE NUMBERS) where students write a rule and an example. The homework text gives technical instructions about number formatting (e.g., hyphenating compound numbers, inserting commas every third digit, writing mixed fractions as numerals) and provides a numeric example (6,324,118.65221) that students can use when completing the Writing Numbers page. The Capitalization and other activities require students to restate rules beneath sentence pairs, which has them convert sentence-level examples into concise rule statements placed on the activity page.

Students complete a logic-puzzle activity that provides written clues and a provided table (labels: stationery, stationary, troupe, troop; student names listed) that they must mark (X/O) to determine who did what. The directions instruct students to "use the clues and the table to figure out answers" and to interpret temporal clues (e.g., "arrived earlier than Ethan," "Ethan arrived later than Noah") to fill the table and answer who brought or did each item. Students record associations in the table and then answer questions in words (e.g., Who brought the stationery?).

Students are asked to produce a visual explanation of the subjunctive mood (e.g., draw a colorful poster, create a short slideshow, or draw a comic strip) and may create a card game that pairs prompt phrases with verbs. The rubric requires that the project "clearly shows what the subjunctive mood is using definitions, examples, and/or context," which directs students to convert written definitions and examples into a visual or game form.

Students are asked to look at a number line and decide whether the tenth number is an outlier, explaining their reasoning (interpreting a visual quantitative display and putting that interpretation into words). Students evaluate verbally described quantitative scenarios — a single eagle with a much longer wingspan, a single high test score, and the Peanut Gallery example — and justify whether those cases are outliers. Homework asks students to explain how the birth-month cutoff produces a distributional advantage for hockey players, requiring students to translate a described pattern of dates into an explanatory account.

Students are asked in Activity 1 Option 2 to read the TIMSS study paragraph and sketch or design a graphic that communicates those findings, directly translating written (quantitative) information into a visual. In Activity 1 Option 1 students extract birth-month counts from the book table (pp. 20-21) and create a bar chart, pie chart, or pictograph, practicing conversion of numeric/textual roster information into a new visual form. The parent-plan skills list explicitly names translating quantitative or technical information into visual form as an expected skill.

Students are explicitly asked in the Homework to take the opportunities they tracked (from the Beatles or Bill Gates example) and "communicate that information in visual form," with specific options given (flowchart, infographic, diagram, PowerPoint slide, hand-drawn graphic). Activity 2 instructs students to mark key opportunities while reading so they have the quantitative/technical points to include in their visuals. The Parent Plan Skills section also lists the translation skill (translate quantitative or technical information expressed in words into visual form) as a targeted skill.

The lesson includes a table image comparing PDI, Individualism, and LTO scores for Sierra Leone, the United States, and South Korea and asks students to "jot down some observations" based on those scores. The lesson also states numeric country scores in text (e.g., "The U.S. Individualism score is 91" and "PDI score is 40"), linking numeric descriptions to the visual table. Students are asked to refer back to the book and write journal reflections connecting those numeric/visual data to textual evidence from their reading.

The Skills section explicitly lists the target skill of translating quantitative or technical information expressed in words into visual form. The Day 1 homework/mini-project asks students to "turn [a concept] into a diagram or infographic" and gives specific topic choices that require converting textual descriptions (e.g., reasons Asian students learn to count faster, comparisons of farming types, complex steps of rice farming) into visual form. Activity 2 directs students to finish the infographic, reinforcing practice in producing visual representations of textual information.

Students are asked to complete a two-column graphic organizer (Secondary Source Claim / Supporting Primary Source) that requires them to place textual claims and matching evidence into a visual layout. The Parent Plan notes that teachers completed the first row as an example and students filled remaining rows, linking secondary-source statements to specific primary-source quotations. The 'Picture This' option asks students to create a split magazine cover that visually represents opposing textual perspectives, converting written accounts into a visual product.

Students read specific pages about forces and circular motion that include illustrations and labeled examples (pp. 3-5 and 15-17), and they answer comprehension questions that ask them to state definitions (e.g., equilibrium, centrifugal vs. centripetal force). Students complete an "Investigating Claims in Science Writing" activity in which they identify the author's use of methods such as Illustration, Example, and Explanation to make technical terms understandable. For homework, students watch a short video explaining centrifugal force and compare which format (visual video or written text) made the concept more understandable to them.

Students are asked in Activity 1 to take a long block of technical prose (about hydroponics/coco coir), annotate it, and revise it into formatted sections, headings, and bulleted or numbered lists so information is easier to locate. Activity 5 requires students to choose a step that would benefit from a diagram or picture and to produce an infographic (sample infographic for the slime recipe includes labeled quantities and step visuals). The Guide Checklist and revision steps explicitly require an infographic or other graphic to be included in the final how-to guide and to insert that visual into the document.

Students are instructed to adapt statistical data into charts or graphs and provide accompanying explanations for oral presentations (Day 7). The lesson requires students to find facts and statistics in their research (Day 4) and to include at least two visual aids—such as charts or graphs—in their slideshow with source attribution (Day 13). Students watch videos about misleading statistics and misleading graphs and discuss Simpson's Paradox, graph scales, and cherry-picking (Homework), which engages them in interpreting quantitative visuals.

Students watch video clips and are asked to determine and record the genre of each clip in their journals, which requires translating visual performances into genre labels (Activity 1). Activity 2 presents labeled diagrams of proscenium, thrust, and arena stages and asks students to look at labels and to name the type of stage used in specific clips, requiring students to translate visual stage configurations into words. The lesson also presents a visual table of genres (Genre | Definition | Example), which organizes textual definitions and examples into a visual form for student reference.

Students encounter explicit numeric statements (the African American population increase from 15,000 to 41,000 during the Great Migration, about 60,000 moving to Chicago during World War II, and 751 fires reported in one year). Students are asked to watch a video and "jot down some major points" and to be ready to answer questions about the Civil Rights Act, and one question asks students to convert a textual time frame into a date range (between 1945 and 1959). The Parent Plan lists the skill to "integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally," and the lesson supplies image links of period tenement buildings.

Students are asked to complete a 'Characters and Their Dreams' graphic organizer that requires them to extract ages, adjectives, and stated or implied dreams from Act I and record them in a table. The lesson directs students to view an infographic titled 'Charted: Salary by Education Level in the United States' and then reflect in their journals on what they learned about earnings and employment by education level. Students also respond in writing to questions about the infographic and videos, which requires putting visual/graphical information into words.

Students are asked to fill out a Comparison activity page, putting similarities and differences about theme, characters, plot, and setting into chart form (e.g., sections for Theme, Characters, Plot, Setting and specific character comparisons such as Walter and Troy). The directions explicitly tell students to "Fill out the charts to indicate specific ways the two works are similar and different," which requires turning written observations into a visual chart. Students also watch an interview with Washington and Davis and are instructed to "write at least three insights in a paragraph," which requires translating information delivered visually/audibly into written words.

Students are instructed to use book, video, and web resources to create a "Shakespeare Timeline" and to cut out labeled event boxes and glue them in chronological order on a provided timeline graphic organizer. The Student Activity Page includes a vertical timeline with years marked (1560–1620) and empty boxes for students to annotate key dates (1564, 1583, 1592, 1596, 1599, 1600, 1608, 1616). The activity directs students to locate dates and events in text and media and place that information visually on the timeline.

Students are directed to search the play for specific time-related words (minute, hour, day, week, year, Wednesday, Thursday, to-night, to-morrow) and record how many times each word is mentioned, converting textual occurrences into numerical counts. An answer key provides the numerical counts for each listed word, which students can use to check their quantitative extraction. Students analyze Scene 2's use of "3 times" and Scene 5's repeated use of "day," explaining how those numerical or repeated references create tension, thereby turning numeric references into verbal interpretation.

Students complete a "Timeline and Character Development" activity page in which they fill a table mapping Acts and Scenes to Actions/Events/Attitudes, effectively converting narrative text into a timeline/chart. Students also use the "Pyramus and Thisbe Excerpt" two-column worksheet to read excerpts and record similarities in a comparative chart between the story and Romeo and Juliet.

Students are instructed to use a provided "Two Versions" activity page that is organized as a two-column comparison chart and to fill in specific cells (e.g., how characters are portrayed, major changes, use of setting, use of color) while watching the film. Students watch the movie and pause to take notes that populate the chart, thereby recording observations from a visual medium into an organized visual/graphic form. Students then use the chart entries to write an informal three-paragraph analysis that requires them to put visual and performance details into written (word) explanations and examples.

Students read specific scenes and then create set designs using a top-down "Set Design Template," sketching placement of stage elements and recording the act and scene, which translates textual/technical stage directions into a visual plan. Students convert scenes into visual panels by producing 6–8 panel comic strips or storyboards labeled with act and scene and by writing brief summaries under each panel, directly turning words into images and images back into text. Students design and draw costumes tied to characters and specified acts/scenes and then write paragraphs describing materials, colors, and usage, which requires translating descriptive text into visual representations and explaining visuals in words. The unit test includes a stage diagram and prompts students to identify the type of stage and numbered parts, requiring students to translate a visual diagram into written answers.